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Eapp Module 4

This module discusses critical reading and identifies its key characteristics and skills. Critical reading examines evidence and arguments, checks for influences or limitations, and evaluates interpretations instead of blindly accepting conclusions. It requires readers to consider information as arguments rather than facts and to make their own assessments. The module outlines seven skills of critical reading: 1) previewing, 2) contextualizing, 3) questioning to understand and remember, 4) reflecting on challenges to beliefs and values, 5) outlining and summarizing, 6) evaluating arguments, and 7) comparing and contrasting related readings. Learners are expected to apply these skills to a reading and submit a summary and outline.

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364 views5 pages

Eapp Module 4

This module discusses critical reading and identifies its key characteristics and skills. Critical reading examines evidence and arguments, checks for influences or limitations, and evaluates interpretations instead of blindly accepting conclusions. It requires readers to consider information as arguments rather than facts and to make their own assessments. The module outlines seven skills of critical reading: 1) previewing, 2) contextualizing, 3) questioning to understand and remember, 4) reflecting on challenges to beliefs and values, 5) outlining and summarizing, 6) evaluating arguments, and 7) comparing and contrasting related readings. Learners are expected to apply these skills to a reading and submit a summary and outline.

Uploaded by

Renen Millo Bantillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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EAPP

Module 4
Reading critically

At the end of this module, you are expected to:


1. Understand what is critical reading
2. Knows the importance of critical reading
3. Applies the 7 skills in critical reading

The most characteristic features of critical reading are that you will:  examine the evidence
or arguments  check out any influences on the evidence or arguments;  check out the
limitations of study design or focus; examine the interpretations made; and decide to
what extent you are prepared to accept the authors’ arguments, opinions, or conclusions.

Critical approach to reading

The author’s decision is a potential topic for examination and debate, rather than for blind
acceptance.
You need to be prepared to step into the academic debate and to make your own
evaluation of how much you are willing to accept what you read.
Consider anything you read not as fact, but as the argument of the writer. Taking this
starting point you will be ready to engage in critical reading.
The aim of critical reading is not to find fault, but to assess the strength of the evidence and
the argument.
Evidence may include items such as quotes from interviews, extracts of text, and diagrams
showing how themes might connect.

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EAPP

1. PREVIEWING • Learning about a text before really reading


2. CONTEXTUALIZING • Placing a text in its historical, biographical and cultural context.
3. QUESTIONING TO UNDERSTAND AND REMEMBER • Asking questions about the context
4. REFLECTING ON CHALLENGES TO YOUR BELIEFS AND VALUES • Identifying your
personal response.
5. OUTLININNG AND SUMMARIZING • Identifying the main ideas and restating them in your own
words
6. EVALUATING AN ARGUMENT • Testing the logic of a text as well as it's credibility and
emotional impact
7. COMPARING AND CONTRASTING RELATED READINGS • Exploring likeness and
differences between text to understand them better

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EAPP

Name: _____________________________________________ Rating: ______________


Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
Module 4
Reading critically

1. Choose a reading or text.


2. Make a preview the text by reading the title, the abstract, the headings and subheading, and
skim-reading the introduction and conclusion.
3. Write what have you remember and what have you found interesting or confusing about the
article.
4. Make a summary or an outline of the text.

4
EAPP
Bailin, S., Case, R., Coombs, J.R., and Daniels, L.B. (1999) ‘Conceptualizing critical
thinking’, Journal of Curriculum Studies, vol. 31, no. 3, pp. 285–302.
Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives Handbook 1, Cognitive
Domain, London, Longman.
Cameron, S. (2009) The Business Student’s Handbook, 5th edn, Harlow, Pearson.
Cottrell, S. (1999) The Study Skills Handbook, London, Macmillan.
Dewey, J. (1910) How We Think, New York, DC Heath.
Glaser, E. (1942) ‘An Experiment in the Development of Critical Thinking’ in Teachers
College Record, vol. 43, no. 5.
Johnson, S. and Siegel, H. (2010) Teaching Thinking Skills, London, Continuum.
LearnHigher (2012) ‘Tips for writing a critical essay’ [Online]. Available
at http://www.learnhigher.ac.uk/ learning-at-university/ critical-thinking-and-reflection/ tips-
     

for-writing-a-critical-essay  (Accessed 11 April 2017).


Smith, B. and Goldblatt, D. (2004) ‘Whose health is it anyway?’ in Hinchliffe, S. and
Woodward, K. (eds) The Natural and the Social: Uncertainty, Risk, Change, 2nd edn,
Milton Keynes, Routledge/The Open University.

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